Church, Audrey P. "Secondary School Principals' Perceptions of the School Librarian's Instructional Role." School Library Media Research Vol. 13 (2010). American Association of School Librarians. Web. 15 Oct. 2012.
- Principals "understanding and support play a key role in the effectiveness of the library program." (135) - "Principal support and advocacy are important to the development of a strong school library program that supports and enhances teaching and learning" (135) - Principals had mixed reactions to how they thought SLMS should interact with their school community. - "Principals expressed that the SLMS should collaborate with classroom teachers to teach twenty-first-century information skills and, second, that they should demonstrate knowledge of state curriculum standards." (145) - SLMS should participate in principals' professional-development activities (150) - "SLMSs must demonstrate the difference that they make in student learning as teachers of information-literacy skills, collaborative instructional partners, and instructional leaders within their schools. SLMSs must communicate with and work to build partnerships with principals so that principals fully understand the contributions that a strong library program makes to student learning" (151) - "Principals want SLMSs who collaborate to teach twenty-first-century skills, who demonstrate knowledge of state curriculum standards, who connect library instruction with classroom instruction, who promote reading and literacy, who teach technology skills, and who provide staff development for faculty. They want SLMSs who create welcoming learning environments in their libraries; who are approachable, enthusiastic, and innovative; and who interact positively, collaboratively, and proactively with the staff." (152)
Howard, Jody K. "The Relationship between School Culture and the School Library Program: Four Case Studies." School Library Media Research Vol. 13 (2010). American Association of School Librarians. Web. 15 Oct. 2012.
- Focus of the study is on "the culture of the school as an organization and its effect on establishing an effective school library program." - Culture has a direct impact on what librarians are able to accomplish. - The four schools in this study have been "recognized through a national award as having effective school library programs." - Positive correlation between role of the school librarian and increases in student achievement - multiple studies done (Check out School Libraries Work!) - Studies have NOT examined the culture of the school or the influences the existing culture could have on implementing effective school library programs. Are there practices that contribute to establishing one? What patterns can be seen across the 4 schools? - Study made sure that there had not been personnel changes in either the librarian or principal positions since award was won to ensure that the study was accurate. - Three themes that were found: collaborative culture, the leadership style of the principal (COLLABORATIVE and decisions made after consulting with the faculty in some way), and high expectations for the staff and students.
Kimmel, Sue C. "Consider With Whom You Are Working": Discourse Models Of School Librarianship In Collaboration." School Library Media Research 14.(2011): 3. Education Research Complete. Web. 15 Oct. 2012.
- discourse analysis - tool to "explore various roles or identities of a school librarian as they shape and are shaped in collaboration with teachers" - "most principals' understanding of this role came from experience with school library professionals rather than principal training" - a librarian is constantly having to renew his/her identity every time a new teacher joins the staff, admin changes, or new families enter the school. - there's a struggle to gain recognition from others as to what a librarian does - What's the difference between this article and the one we were assigned?
Moreillon, Judi. "Two Heads Are Better Than One: Influencing Preservice Classroom Teachers' Understanding And Practice Of Classroom-Library Collaboration." School Library Media Research 11.(2008): 8. Education Research Complete. Web. 15 Oct. 2012.
- proposal of study = "identify the factors involved in educating future K-8 classroom teachers about collaboration for instruction with school library media specialists"
- "The willingness, the eagerness, and the ability to collaborate are equal responsibilities of the classroom teacher and the SLMS."
- Educators have been "apprenticing for their profession since kindergarten." Teachers come with preconceived notions based on the observations they've made their entire academic careers.
- Principals "understanding and support play a key role in the effectiveness of the library program." (135)
- "Principal support and advocacy are important to the development of a strong school library program that supports and enhances teaching and learning" (135)
- Principals had mixed reactions to how they thought SLMS should interact with their school community.
- "Principals expressed that the SLMS should collaborate with classroom teachers to teach twenty-first-century information skills and, second, that they should demonstrate knowledge of state curriculum standards." (145)
- SLMS should participate in principals' professional-development activities (150)
- "SLMSs must demonstrate the difference that they make in student learning as teachers of information-literacy skills, collaborative instructional partners, and instructional leaders within their schools. SLMSs must communicate with and work to build partnerships with principals so that principals fully understand the contributions that a strong library program makes to student learning" (151)
- "Principals want SLMSs who collaborate to teach twenty-first-century skills, who demonstrate knowledge of state curriculum standards, who connect library instruction with classroom instruction, who promote reading and literacy, who teach technology skills, and who provide staff development for faculty. They want SLMSs who create welcoming learning environments in their libraries; who are approachable, enthusiastic, and innovative; and who interact positively, collaboratively, and proactively with the staff." (152)
Howard, Jody K. "The Relationship between School Culture and the School Library Program: Four Case Studies." School Library Media Research Vol. 13 (2010). American Association of School Librarians. Web. 15 Oct. 2012.
- Focus of the study is on "the culture of the school as an organization and its effect on establishing an effective school library program."
- Culture has a direct impact on what librarians are able to accomplish.
- The four schools in this study have been "recognized through a national award as having effective school library programs."
- Positive correlation between role of the school librarian and increases in student achievement - multiple studies done (Check out School Libraries Work!)
- Studies have NOT examined the culture of the school or the influences the existing culture could have on implementing effective school library programs. Are there practices that contribute to establishing one? What patterns can be seen across the 4 schools?
- Study made sure that there had not been personnel changes in either the librarian or principal positions since award was won to ensure that the study was accurate.
- Three themes that were found: collaborative culture, the leadership style of the principal (COLLABORATIVE and decisions made after consulting with the faculty in some way), and high expectations for the staff and students.
Kimmel, Sue C. "Consider With Whom You Are Working": Discourse Models Of School Librarianship In Collaboration." School Library Media Research 14.(2011): 3. Education Research Complete. Web. 15 Oct. 2012.
- discourse analysis - tool to "explore various roles or identities of a school librarian as they shape and are shaped in collaboration with teachers"
- "most principals' understanding of this role came from experience with school library professionals rather than principal training"
- a librarian is constantly having to renew his/her identity every time a new teacher joins the staff, admin changes, or new families enter the school.
- there's a struggle to gain recognition from others as to what a librarian does
- What's the difference between this article and the one we were assigned?
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol15/SLR_Collaboration_as_School_Reform_V15.pdf
Moreillon, Judi. "Two Heads Are Better Than One: Influencing Preservice Classroom Teachers' Understanding And Practice Of Classroom-Library Collaboration." School Library Media Research 11.(2008): 8. Education Research Complete. Web. 15 Oct. 2012.
- proposal of study = "identify the factors involved in educating future K-8 classroom teachers about collaboration for instruction with school library media specialists"
- "The willingness, the eagerness, and the ability to collaborate are equal responsibilities of the classroom teacher and the SLMS."
- Educators have been "apprenticing for their profession since kindergarten." Teachers come with preconceived notions based on the observations they've made their entire academic careers.